Many schools are scheduled for DOE visits while others are still waiting for the first IRT walkthrough. I’ve been receiving feedback from many
of the schools that have had the IRT visits.
The visits focus on the following topics:
• Classroom Environment Conductive to Teaching and Learning
• Materials Support a High Level of Teaching and Learning
• Higher Order Questioning and Thinking is Evident
• Instruction Engages Students
• Small Group, Differentiated Instruction is Utilized
to Address Students’ Instructional Needs
• Reading and Writing Activities are Evident Across the Curriculum
• School and District Leadership and Coaching is Evident
The visits seem to have a common thread. Comments are generally about
•deciding on a process for data chats/progress monitoring discussions with students
•making sure students are exposed to grade level work regardless
of ability level and
•making sure PLCs are scheduled bimonthly and aligned to SIP plan
•developing consensus across the curriculum for a common board
configuration
• having an interactive word wall (student-made).
The photo (on the right) is from a school that uses the following configuration:
-Date
-Benchmark
-Objective
-Agenda
-Essential Question
-Opening Activity
-Closing Activity
-Materials or Homework
Notice that this teacher used blue tape to separate her classroom periods.
I understand that classroom word walls need to be interactive and need to be made by students.
I’d really like to hear feedback from other schools that have had visits.
Please post your experience.
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6 comments:
At Pompano, we have found the visits to be very helpful. The district support teams and IRT teams have been able to help administration to identify needed improvements. The teams have also confirmed our progress and helped to find ways to celebrate the progress. We have been glad to see the teams each time they have been to our school.
As a Correct One school I have not had an IRT / DOE visit however we do ensure that all listed common threads are embedded in all that we do. The implementation of PLC's by grade level here works best - allowing OES to adjust the PD calendar based on:
a) needs of grade level
b) needs of individual staff member
c) SIP Plan
d) operational needs of school
As a Correct II school, the IRT Teams and Support Personnel have been an asset. They have provided constructive feedback to Administration/Leadership Team & teachers. They also assist in problem solving, model effective teaching strategies, and also coach our teachers. The IRT Teams have provided a wealth of support to our school!!!
I have served as a substitute for some of my staff members when they are unable to participate in an IRT visit. It is an overwhelming experience for the schools and teachers to have so many people in the building, however the conversations that take place are truly enlightening for those involved. As colleagues we discuss the areas of need for each school based on the Differentiated Accountability Checklist in addition to the areas in which the school has shown improvement. For me, the most beneficial piece is visiting different schools and being able to learn from the various leadership styles that are represented in the district.
So far, I have been very appreciative of the feedback that I have received from the IRT. I am not only a new principal, but I am new to the school. It is good to hear what outside district people are saying because so far, it has reinforced what I have been seeing in terms of deficiencies at my school. The teachers have stepped up the pace and responded to all that was recommended by the IRT.
I have been very appreciative of the feedback from the IRT. They reinforce what I have seen in terms of the deficiencies and my teachers have really stepped up and made the necessary changes in the classroom.
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